[vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”no” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” css=”.vc_custom_1506625555298{padding-top: 60px !important;padding-bottom: 100px !important;background: #e5f7f9 url(http://misemarfhoghlaimeoir.com//wp-content/uploads/2017/08/background.jpg?id=135) !important;}”][vc_column][vc_single_image image=”231″ img_size=”large” alignment=”center” style=”vc_box_border” qode_css_animation=””][vc_empty_space height=”60″][vc_row_inner row_type=”row” type=”full_width” text_align=”left” css_animation=””][vc_column_inner width=”1/6″][/vc_column_inner][vc_column_inner width=”1/6″][vc_single_image image=”104″ img_size=”full” alignment=”right” qode_css_animation=””][/vc_column_inner][vc_column_inner width=”3/6″][vc_column_text css=”.vc_custom_1506822199761{padding-top: 10px !important;}”]
UNDERPINNING METHODOLOGIES
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Open-Ended Assessment Techniques
[/vc_column_text][vc_empty_space height=”20″][vc_column_text]Open-ended tasks and assessment techniques are used throughout the series to elicit the child’s view of themselves as learners and their views of the learning process. Open-ended tasks do not have correct answers or one particular answer. They take different forms in the series with gentle prompts and cues and offer opportunities for all learners in the most diverse of classroom settings participate in the task at hand. Different learners may use different types of thinking and use of open ended assessment techniques and tasks encourage student-to-student interaction, may elicit more complete and more complex responses, encourage students to question themselves, their peers and their teachers and stimulate thought and exploration. Open-ended activities work well in mixed-ability classrooms because they have “low floors” and “high ceilings.” This means they require minimal background knowledge and also have high or no limits on the knowledge and skill participants might use and learn.[/vc_column_text][vc_empty_space height=”60″][vc_column_text]
Opportunities to Respond
[/vc_column_text][vc_empty_space height=”20″][vc_column_text]Opportunities to Respond (OTR), also referred to as Active Student Response Strategies (ASRS) may be defined simply as teacher behaviour that prompts or solicits a student response (Simonsen, Myers & DeLuca, 2010). OTRs invite all learners to actively respond to teacher prompts. Use of OTRs in the classroom supports pupil learning, engagement and assessment. Use of OTRs provides an effective means of supporting individual student assessment in whole class settings. In addition, obtaining frequent responses from students provides continual feedback for the teacher on student learning and the effectiveness of instructional tasks and teaching.[/vc_column_text][vc_empty_space height=”60″][vc_column_text]
Self-Assessment
[/vc_column_text][vc_empty_space height=”20″][vc_column_text]Self-assessment helps learners actively control their own learning process, and as such is an important step on the way to greater autonomy.[/vc_column_text][vc_empty_space height=”60″][vc_column_text]
Peer Assessment
[/vc_column_text][vc_empty_space height=”20″][vc_column_text]There is significant evidence to suggest that learners learn at a meaningful level from feedback from one another as well as giving feedback to each other (Falchikov, 201?). Peer assessments require learners to: take initiative and to demonstrate responsibility for their own learning; encourage learning through discussion and the development of collaborative skills. Peer assessment enhances learner motivation and interest and encourages metacognition. My LID Series contains several exemplars for use in peer assessment learning contexts.[/vc_column_text][vc_empty_space height=”60″][vc_column_text]
STRENGTH PROFILING
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